Developing a Transformative School Vision: Lessons From Peer-Nominated Principals

Abstract

Scholars argue or imply that schools should build transformative school visions that promote equity, diversity, and social justice. However, little empirical research has investigated the principal’s role in this endeavor or analyzed the practical dimensions of transformative vision statements. This study re-examined relevant data from two qualitative studies of school principals who were peer-nominated for exemplary transformative practices. The findings delineate principals’ practices in developing a transformative vision and suggest several useful dimensions of transformative vision statements. Implications for practice and research are discussed.